Greatra Mayana

Career & Employment Opportunities

The British Education System Explained

The British curriculum is a treasure
chest of the very best knowledge and enjoyable matter in humanity in its long
history it describes a very clear progression from children at the very
youngest age from play based learning through to young people leaving and
joining the world in the world of work and learning. So there’s huge progression;
It’s renowned for rigor and excellence and of course it’s very well regulated
so there’s a strong sense of accountability and quality within the
system that’s what we really matters to parents. Parents choose to send their children to
the British school in Netherlands because of our very professional highly
trained staff. Everything comes through the quality of the people who work in
the classrooms and make the school great. We have a very disciplined but creative
environment at the British School, benefit of course from everybody being
native English-speakers which ads to that level of rigor – I think also that the
British curriculum offers huge breadths and in terms of extracurricular offer
that’s something that’s hardwired into the British system and basically, you
know whatever your child’s talent, it’s our job to find it and to ensure that
it’s reaching its full potential The British curriculum in The British
School in The Netherlands is adapted to reflect the diversity of our student population.
It is genuinely international, we have over 85 different nationalities and we
use those nationalities to enrich the experience of diversity for our children
and young people. The curriculum is deeply knowledge-based and knowledge is universal but there are also deep mechanisms within that to develop
confidence and social skills that are also important part of that global sense
of what citizenship in the future will look like. The British Curriculum is totally
portable, it’s globally recognized and it’s why so many British Schools are
opening across the world and why the British Curriculum is still the fastest
growing global curriculum on the market that is a fact. The Foundation Stage is really important
because children learn really rapidly in the first five years of their life and
it’s really important that you give them the opportunities to develop themselves. The Foundation Stage is like the building blocks for how you can be a
good learner for the rest of your life. The Foundation Stage is an age group from
three to five. Your child can start Foundation 1 after their third
birthday and they’ve moved into Foundation 2 in the academic year in
which they become five. So that means that Foundation 1 is also sometimes called Nursery in the UK Education System and Foundation 2 is often
called Reception. The most important principles are that
every child is unique and they all learn in different ways and children become
strong through positive relationships, that they are resilient and capable and
can become confident if they are in an environment which is enabling and allows
them to discover the world in different ways… The Three Prime Areas of the heart of
the Early Years curriculum are: -Communication and Language, Physical development and Personal social and emotional development. Those three areas are essential to a child’s development in the Early Years. Children learn through fun, exploration, being active, both indoors and outdoors around our
environment. It’s really important that they get the opportunity to develop
their own interests and through that interest that they make connections in
the world around them so that their learning goes to a new level. At Key Stage 1, those are the
years that the children turned six and seven within the academic year. The
curriculum is designed to be much more formal in relation to where they come
from although we have a gentle transition, we
start to move towards having more specific subject based lessons. So
they’ll have English, they’ll have Maths they’ll have Science, they’ll also have
History and Geography, which is often taught through topic work. They will have
Art, Design Technology, Music, PE… Their personal and social health education. And all of those will be timetabled and fitted into their daily lives, but
the personal and social health education underpins everything. So we have a strong
belief that children really need those life skills and they’re understanding
themselves and how they relate to others as one of the key elements of their
curriculum in Key Stage 1 and as it goes on through the school. We believe
very strongly that the curriculum needs to be designed and carefully planned by
the teachers using the English national curriculum objectives to build upon and
to use that as a framework so that the children learn how to communicate really
effectively so that they are able to speak listen read and write and using
the basic structures of English We also intend to develop their
children’s competence and confidence in their mathematical and numerical skills
through practical as well as written methodology and through instant and
quick recall as they develop. We aim to open their eyes and their ears to the
world around them, so that they are really inspired to understand how
they’re living and how they relate to the world around them. We want them to think critically, so we give them opportunities to start asking those questions and to
formulate those questions, so that they can find their own answers and be given
those answers. The inspiration is key at this stage in their learning in the
curriculum we put together. The teachers design it very carefully in a creative
way so that we address the individual needs of the children, but addressing the
actual intentions of the curriculum and the subject matter. We want the children
to go away having developed in their learning, secured their learning. But also
working at greater depth as they are ready and able. Every child has to go
on an individual learning journey and the teachers designed the curriculum all
the way through but particularly at this stage for the children to get the skills
and knowledge that they need so that they are well equipped for their
educational journey as they move into Key Stage 2. We continue to focus on the
Core Curriculum, which is English, that’s the teaching of English language, the
reading and writing. Maths, Computer Science and the Personal Studies, but it’s really enriched by units of work which enable the students to develop
skills and knowledge in the Arts, Humanities, Science and Languages. And of course because we’re based in The Netherlands we do embed their learning in the Dutch context, and take into account the international makeup of our
student body. While the students continue throughout
Key Stage 1 and 2 to develop their breadth of skills and knowledge in many
different subject areas, what we do is we also give them the opportunity to
develop their ideas to depth. To learn to question their ideas, to listen to
different opinions and to really formulate clear ideas that can be
challenged by other students. What’s really interesting about the way we work is that the students get to learn different perspectives, they work in
teams where they hear different ideas, so that that really helps them to embed
their learning at a greater depth. In school, the children are actually living
an educational journey, which prepares them beautifully for living in
a diverse world and we believe that the students who have an education at the
British School become very active as citizens in their communities, however
big those are and obviously into the world that they’re going to live in
ourselves as well. We have really high expectations of
children here at the BSN in lots of different ways, including academically.
Such as thinking critically, being owners of their own progress and owners of their own learning, and that’s really covered in our curricular in its breadth and its depth.
In terms of assessment, what we do is use predominantly formative assessment, which is the on-the-spot assessment, which actually really has a high impact on
student learning. We take our standards from the English
National Curriculum, particularly in Reading, Writing and Maths and we look at
a learning continuum against those standards, so we’re working towards those
standards, being emerged in them, developing secure and greater depth and
we take snapshots of where children are on that continuum at different points in
the year. So we would expect children at the beginning of the year to probably be
emerging learners, because they are starting to see new content in that
curriculum and learning skills and then if they’re working age-related expectations they’d be secure at the end of the year. What we do is we review
children’s where those to where children are on that learning continuum at lots
of different points in the year and take snapshots of that and the purpose of
that is to look at where children are also where their gaps are and how we can
help to fill those gaps with responsive teaching and that they’re making the
progress that we expect here There are many elements of transition
that we need to make sure that we manage carefully in order to maintain academic
and pastoral momentum that children have. One of the ways that we do this is we
share a lot of information that’s between Year 6 and Year 7, but also other
transition points in a child’s school career so between different year groups
for example. We share pastoral and academic information between Year 6 and
Year 7 really carefully because that helps to inform groupings and establish
groupings in Year 7. The Year 6 children experience two transition days
where they come up to the Senior School and they experience a
day in the life of Year 7 and there’s a few different purposes for
that. One of them is to make sure that the students have some experience of
lessons that they haven’t yet that they would have in Year 7 but also to be
independent, move through the school building, see what they can expect
when they move up here. But for the teachers it means that they get a chance
to build relationships with students as well really early on and ensure they
feel safe and secure here. We are sharing more and more curriculum information
between Year 6 and Year 7 to try to make sure that these curriculums dovetail
together and particularly that Year 6 creates a really strong foundation for
the Year 7 curriculum and the Year 7 curriculum really takes that and then
challenges it and moves it forward. In Year 7, 8 and 9 we actually
call that Key Stage 3. We build on the curriculum from the primary school. The most important thing is that it’s a broad and balanced curriculum so
students study a range of subject areas with specialist teaching and the idea
really is to promote the spiritual, moral, cultural and social dimension of
education and build on skills that children have already started to establish
in the primary schools. In Key Stage 3, Year 7, 8 and 9, students will pretty much exclusively study core curriculum English, Maths and Science and a foundation curriculum which comprises subjects like Art and Design, Computing,
Design Technology, Mother Languages History, Geography, PE and Life Skills and
all students will study those subjects through three years. At the end of Year 9
students start to make their choices for their options in Years 10 and 11 and
some subjects become specialists for those students and there’s a little bit
more freedom of choice but all students in Years 10, 11 will will study English,
Maths and Science because that’s a compulsory part of education. Some
students who are bilingual or multilingual or for whom English is a
second or third language we may have specialised programs for them during Years 7, 8 and 9 so that they have full access or they will be able to have full access to
the curriculum by the time they reach the GCSE examination years. The GCSE examination is the standard
examination in English curriculum. Most students study to what’s called GCSE
Level and there are other subject qualifications that we may have in place,
but most students will sit nine, or ten, or eleven GCSEs by the end of Year 11.
There have been some changes in the GCSE in 2016 and beyond our schools
incorporate diverse changes, predominantly the examinations are now
linear which means their examinations are at the end of two years,
there’s no coursework element to those. The school also offers a rich and
vibrant extracurricular program which is designed to complement and balance the
work that students do in class and all of those extracurricular options are
available for students either at lunchtime or after school. At Key Stage 5 which is also referred to as Year 12 and 13 or sometimes as Sixth Form we aim to individualise the learning as much as possible. We do this
through four pathways of the BSN which are A Levels the International
Baccalaureate Diploma Programme, B-Tecs and the International Baccalaureate
Career-related Programme. All of these are natural progressions from GCSEs but
there are also natural progressions for students that maybe have not taken GCSEs
but that other studies up to 16. The main outcome for all our students is
actually about preparation for life and the next stage of education.
There’s no right pathway, in terms of university entrances all our programmes
are well establish, they are highly valued by institutions around the world. What we
aim to do is to develop the passion for students for the subjects they’ve chosen
by teaching to a greater depth that maybe they’ve experienced in the past
and also to develop their higher-order thinking skills. We follow four pathways,
the first one is A Levels. In A Levels most students will study 3 A Levels and
any combination is possible as long as it fits with the timetable and they are
known as linear courses so the exams are taken at the end of the two years and
that’s what the grade depends on. Some subjects do have an element of
coursework which contributes to the final grades, and all students are marked
from A* which is the highest grade through to E. The International
Baccalaureate Diploma Programme, also known as the IBDP is for students who maybe
want to study a slightly broader curriculum in the last two years of
school. They have to study six subjects, three at higher level, three at standard
level chosen from specific groups. In addition to this there’s also a core
programme that they need to pass. The exams are taken at the end of the two years
and their watermark is up to 45 points. B-Tec is our type of vocational
qualification and what this means is it’s focused on the world of work and a
particular career path. At the BSN we offer these in Business and also
in Hospitality. They’re a little bit different from the A-Levels and the IBDP
in terms of there are no exams currently but they are assessed through a number
of assignments that are set throughout the two years which are marked by
teachers and then moderated by the exam board. It’s used for students that
know the path they want to take and also who may not show their best in the
stressful environment of exams. The IBCP is the International Baccalaureate
Vocational Programme, it’s career related again and at the BSN we focus on
Business. It’s a combination of subjects so students will study
a B-Tec qualification. They also study two diploma programme subjects. And again the B-Tecs are assessed through assignments and the diplomas are exams at the
end of the two years Higher education is really important to
us at the BSN. We want all of our students have the best opportunities and
we appreciate that those opportunities look different for everyone. That’s why our Key Stage 5 options allow our students to apply to universities all
across the world. Building relationships with universities is also very important
and we have a fair every year where over sixty universities and institutions are
represented from Shanghai to Vancouver, and our students come and have the
opportunity to talk to people from those universities about their options and how
to apply. The UK is still a big draw for lots of our students. It’s a leading
figure in terms of research and development and they also have lots of
programmes that connect with other universities across Europe. Like the
Erasmus scheme, which means that students can spend some time in another city or
another country and continue their studies. However it isn’t just the UK
that provides that draw, actually top universities across the world are where
our students want to go and we have students applying across Europe North
America Asia and Australasia and we’re really proud to support students in
those applications too. We also want to look at a holistic view of careers, so rather than it just being about what’s next for university we want to look at
doing psychometric testing and having one-to-one interviews to look at what
job opportunities are there for our students. These often give them a better
sense of what they might want to pursue and where their skills and talents might
be best utilised. We also understand that our further education isn’t just limited
to our application processes or our interviews we want to grow skills, we
want to grow interest and passions in subjects. And so we actually have a range
of opportunities for our students to do just that. Student leaders, student
ambassador, the head of the MUN, the leader of a choir, the captains of sports.
All of those are about developing skills that are going to take them into this
multifaceted and international workplace that is open to them now. What we want most for our students is for them to be passionate about what they pursue and we
want to support them in realising their ambitions.

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